Leading indicators of academic progress
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LEADING INDICATORS OF ACADEMIC PROGRESS. Office of Institutional Research and Planning www.humboldt.edu/irp. GRIP GOALS. Increase Graduation Rates for all students by 12% by 2015 Increase Graduation Rates for URM students by 15% by 2015 Need an 80% FTF retention rate to stay on track.

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Leading indicators of academic progress


Office of Institutional Research and Planning


Grip goals

  • Increase Graduation Rates for all students by 12% by 2015

  • Increase Graduation Rates for URM students by 15% by 2015

  • Need an 80% FTF retention rate to stay on track

Us news and world report
US News and World Report

  • HSU fell from 37th in 2011 to 48th in 2012 and 10th to 15th for Western Region Publics

  • The TOP CSU’s are

    • SLO

    • LB

    • Pomona

    • Chico

    • Fullerton

    • Fresno

    • San Jose

    • Sonoma

      All rank higher than HSU

Data analysis
Data Analysis

  • Ten Years of Longitudinal Data 2000-2010

  • Benchmarks of Educational Success and Non Success

  • Track Students from Freshman through Senior

  • Measure Achievement Gaps Between Males and Females and URM and Non-URM Students

First time freshmen
First-Time Freshmen

AVG 2000-2010 Fall 2011

55% Female

56% Female

30% URM

38% URM

44% From Southern CA

36% From Southern CA

37% Low Income

32% Low Income

45% First Generation

50% First Generation

84% Live on Campus

82% Live on Campus

15% Undeclared

17% Undeclared

Average SAT: 1042

Average SAT: 1022

Average HGPA 3.15

Average HGPA 3.18

Key retention graduation i ssues remediation
Key Retention/Graduation Issues: Remediation

  • Remedial Math students are less successful in subsequent gateway math courses

  • Dual remedial students are17% less likely to graduate in 6 years than non remedial students

  • Dual remedial students on probation have a 16% chance of graduating within 6 years

Interventions for remedial students
Interventions for Remedial Students

  • Mandatory First Year Freshmen Experience (FYFE) for all single and dual remedial students

  • Course transformations in Remedial Math and English

  • Use of the Learning center, Tutorial Services and Supplemental Instruction

  • Early Start that identifies College Readiness

Key retention graduation issues academic probation
Key Retention/Graduation issues: Academic Probation

  • 20% of Freshmen are on Academic Probation or Disqualification at the end of the First Year

  • Half of all probationary/disqualified students drop out after their first year

  • 18% graduate within 6 years

  • Probationary students are more likely to have a HSGPA <3.0

  • Are more likely to be male and/or URM

  • Accumulate less units after their first semester

Interventions for students on academic probation
Interventions for Students on Academic Probation

  • Identify FTF on Academic Probation after 1st semester

  • Enroll in Intrusive Academic Probation Counseling

  • Measure students who go off probation by end of 1st year and track students who remain on probation

  • Measure retention the next fall

Recommended retention measures
Recommended Retention Measures

  • Intervention for Students who don’t Pass Remediation the First Time

  • Measure subsequent course success

  • Provide SI in Gateway Courses with high failure rates of remedial and at risk students

  • Intervention for students on Academic Probation after first term and ongoing advising for all students on academic probation

More recommended retention measures
More Recommended Retention Measures

  • Don’t admit exceptional admits and provide early intervention for at risk high school students with a HSGPA<3.0

  • Major Advisement for Undeclared Students

  • Training on Using DARS for Academic Plan

  • Provide Undergraduate Research Opportunities and Peer Mentor Opportunities

Six year graduation rates
Six Year Graduation Rates

  • Increase in Graduation Rates from the previous year

  • Ongoing Gaps between Males and Females

  • And URM and Non-URM students

Students who leave
Students Who Leave

  • 36% Attend a Community College

  • 14% Transfer to Another CSU

  • Leave Primarily for Financial or Academic Reasons

  • Have a Hard Time Finding Jobs (especially first time freshmen)

  • Compounding Effect of the Economy

Wasc s institutional review process 2012 2013
WASC’s Institutional Review Process 2012-2013

  • Disaggregated retention and graduation rates

  • Retention and graduation rates benchmarked to peer institutions

  • The timing of attrition

  • Analysis of non-graduates and other subgroup differences

  • Specific plans to improve retention, graduation, and overall success rates

  • Targets for future performance.

  • Ralph Wolff, WASC Senior

Research identified areas necessary to increase retention
Research-Identified Areas Necessary to Increase Retention

  • Monitor student progress their first and second year for GPA and units completed, and implement appropriate interventions

  • Track students who don’t complete general education requirement and don’t stay on their degree timeline

  • Supply financial aid and work study to the students with highest need

  • Provide GE advising for upper division transfer students

  • Increase Supplemental Instruction, especially for URM students

  • All students should fill out the FAFSA regardless of perceived need (since circumstances change)

Additional areas of research
Additional Areas of Research

  • Track seniors to make sure they are on schedule for timely degree completion

  • Collect additional data on males and URM males to better understand their educational trajectory

  • Track students who leave or are in danger of leaving HSU